Shortcuts to use when performing operations with the calculator are given. Algorithms discussed include reciprocals, powers, parentheses, infinite series, and synthetic division. (MP)

An algorithm for the calculator is given for determining the day of the week for any date. An instructional sheet, a worksheet, and a BASIC program are included. (MP)

A straight forward process for working in fractions on any calculator is presented. The method involves converting a decimal back into a fraction in its lowest terms. (MN)

Calculators are a big help in extending classroom activities and this article took a look at how the students of tomorrow might use them. (RK)

The conceptual difference between understanding and algorithmic performance is examined first. Then some dilemmas that flow from these distinctions are discussed. (MNS)

Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations…

In this first of two articles, computational algorithms for multiplication and division which encourage use of one operation at a time are proposed. (DT)

A strategy to make the transition from manipulative materials to a written algorithm for division is outlined in dialogue form. (MNS)

Suggests and illustrates ways in which systematic consideration of selected unary operations can be facilitated by using electronic calculators. Emphasis is placed upon unary operations suitable for exploration and investigation at the pre-algebra level, using calculation algorithms as a basis for generating examples and non-examples to develop…

Results of this study indicated calculator algorithms can serve as an effective alternative instructional strategy where computational skill is an instructional goal. (MP)

The multiplication and division algorithms that are taught in German schools are presented. It is suggested that these algorithms may be better than standard algorithms in terms of development of useful concepts and processes. (MK)

Encourages teachers to allow opportunities for students to present alternative algorithms, whether the students invent them or learn them, then lead a discussion about the meaning of the operations with the goal of students understanding why the algorithm works. Teachers with students of similar racial and ethnic backgrounds should encourage the…

Possible ways of mechanization for counting using a binary system are discussed. Shows a binary representation of the numbers and geometric models having eight triples of lamps. Provides three problem sets. (YP)

Compares the approaches to teaching division in Britain and in Holland where different emphasis is placed on the development of mental and written methods. Describes how it is common for pupils in Britain to work from an early stage with pencil and paper rather than mentally whereas early emphasis is placed on mental strategies in Holland. (ASK)